The author predicts that the affective movement in education will subside because the proponents of the movement have failed to develop curricula and other materials for potential practitioners outside the movement. (HD)

Addresses the question of whether education of the emotions is a coherent possibility. Argues that much confusion on the topic derives from the common myth of the separate and opposed faculties of feeling and reason, often reflected in misguided curriculum practice. Finds that education of emotions is a crucially important possibility, requiring…

An aesthetic education has many objectives, all of which must be taken into consideration when attempting to develop a suitable art curriculum. (CK)

Describes how expanding the geography curriculum so that it deals with cognitive and affective outcomes in a confluent manner can make geography lessons more interesting to teachers and students. An inquiry lesson on petroleum is presented as an example. (Author/DB)

Implications of each of the ten goals set by the Pennsylvania State Departments for quality education in the middle schools are related to the industrial arts program in Bucks County. (MU)

An attempt to attain various high level aims such as "training the mind,""developing judgment," and "achieving independence" within the framework of a first-year physics laboratory course is described. Evaluations of the course and the effectiveness of consequent improvements are discussed. (Author/MLW)

This speech considers how to (1) encourage educators to become more sophisticated regarding the strengths and limitations of measurable objectives; (2) decide on appropriate levels of specificity; (3) identify the most appropriate objective for operationalizing a general goal; (4) avoid the aversive task of generating measurable objectives by…

Discussed are the issues and activities involved in creating a curriculum aimed at helping children understand the nature of feelings, human growth and development, and the process of learning. (JB)

Presents objectives of an ideal social studies program in these areas--knowledge, abilities, valuing, and social participation. Also offers guidelines to help teachers set standards for social studies programs. (DB)

Describes educational practices in the Cameroon related to moral and civic education with an international orientation. Learning activities involve students in research on the United Nations and UNESCO, celebration of international festivals, and collecting folk tales from senior citizens. (Author/DB)

The paper proposes a curriculum development system for career education with the jobs skills that students will need as the basis for specifying behavioral objectives. It discusses job tasks, educational outcomes, learning experiences, and evaluation and includes two tables: (1) a classification of verbs related to a cognitive taxonomy and (2)…

The G-C-O-LP-G development plan is a step by step procedure for the development of a Goals-Concepts-Objectives-Lesson Plan-Guide which may be used by instructional leadership personnel. (Author/CB)

In this paper the affective domain entails provision for the growth of attitudes and behaviors that deal with feelings, emotions, values, and in general the personal concerns of students. Its place in curriculum can emerge from an exploration of the following questions: To what extent can we identify and describe a distinct affective curriculum?…